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A  CLASSIFICATION 


[OF  UNIVERSITIES  AND  COLLEGES 

•WITH  REFERENCE 

TO  BACHELOR'S  DEGREES 

By  KENDRIC  CHARLES  BABCOCK 

SPECIALIST  IN  HIGHER  EDUCATION 

BUREAU  OF  EDUCATION  S 


WASHINGTON 
GOVERNMENT  PRINTING  OFFICE 

191 1 


r*** 


CLASSIFICATION  OF  UNIVERSITIES  AND 
COLLEGES  WITH  REFERENCE  TO  BACH- 
ELOR'S  DEGREES. 

The  classification  of  universities  and  colleges  presented  in  this  cir- 
cular is  the  result  of  an  attempt  to  estimate  the  work  and  status  of  a 
large  group  of  institutions  whose  graduates  in  considerable  numbers 
have  sought  admission  to  graduate  schools  and  to  professional  schools 
requiring  either  a  bachelor's  degree  or  some  part  of  an  undergraduate 
course  for  admission  to  regular  standing.  No  effort  has  been  made  to 
include  all  of  the  institutions  listed  as  colleges  by  the  Bureau  of  Edu- 
cation, nor  should  it  be  assumed  that  this  classification  represents 
a  final  judgment  of  the  bureau  relative  to  the  institutions  named. 
The  preparation  of  this  tentative  classification  was  undertaken  at  the 
urgent  suggestion  of  the  deans  of  graduate  schools  at  their  meeting 
held  in  connection  with  the  meeting  of  the  Association  of  American 
Universities  at  Charlottesville,  Va.,  in  November,  1910.  The  cir- 
cular is  sent  out  at  this  time  semiconfidentiaHy  for  their  use,  in  the 
hope  that  the  frank  and  thoroughgoing  criticisms  by  those  who  may 
make  use  of  its  lists  will  materially  assist  the  Bureau  of  Education 
in  its  preparation  of  a  classified  list  of  a  large  number  of  insti- 
tutions for  regular  publication,  within  the  next  year  or  two  years, 
within  which  time  the  Division  of  Higher  Education  should  have 
arrived  at  a  reasonable,  well-informed,  and  definite  judgment. 

The  basis  for  the  judgment  expressed  in  this  classification  and  in 
the  one  proposed  is  not  merely  a  study  of  catalogues,  registers,  re- 
ports, and  statistical  statements  of  the  institutions  concerned.  Infor- 
mation and  opinions  from  widely  different  sources  have  been  sought 
and  used.  The  Specialist  in  Higher  Education  during  the  past  six 
months  made  personal  visits  to  nearly  all  of  the  large  institutions 
having  graduate  schools;  he  has  studied  their  practice  in  dealing 
with  applicants  holding  degrees  from  other  institutions,  both  before 
and  after  admission  to  graduate  status;  he  has  conferred  with  dean«, 
presidents,  and  committees  on  graduate  study;  and  he  has  inspected 
the  credentials  and  records  of  several  thousands  of  graduate  studem 
taking  courses  during  the  last  five  years,  in  order  to  ascertain  hotT 
such  students  stood  the  test  of  transplanting.  In  several  cases  the 
deans  placed  at  the  disposal  of  the  specialist  their  own  classifie! 
lists  of  institutions.  Some  of  these  lists  were  merely  the  accumula- 
tions of  rulings  of  various  officers  of  varying  standards  running  ove 
many  years;  others,  as  in  the  case  of  the  University  of  Chicago,  rep- 
resented a  recent  attempt  at  rating  the  worth  of  degrees  from  col- 
leges having  students  in  the  particular  graduate  school  concerned. 

w-ii  328GjtO 


mm. 


The  ilistJtiitit>:ris«'t]i^s,;yi^ite^  were:  Johns  Hopkins  University, 
University  of  Pennsylvania,  Bryn  Mawr  College,  Princeton  Univer- 
sity, Columbia  University,  New  York  University,  Vassar  College, 
Yale  University,  Harvard  University,  Cornell  University,  University 
of  Michigan,  University  of  Chicago,  Northwestern  University,  Uni- 
versity of  Wisconsin,  University  of  Illinois,  Indiana  University,  and 
Ohio  State  University.  On  visits  to  State  universities  special  en- 
deavor was  made  to  ascertain  their  practice  in  dealing  with  under- 
graduates entering  the  State  university  from  the  other  colleges  and 
universities  in  their  respective  States,  as  well  as  with  the  graduates 
of  these  contributing  institutions. 

Special  mention  should  also  be  made  of  helpful  interviews  with  the 
officials  of  the  Carnegie  Foundation  for  the  Advancement  of  Teach- 
ing, and  of  the  General  Education  Board;  with  the  first  assistant 
commissioner  of  education  of  New  York  State,  who  is  charged  with 
oversight  of  colleges,  professional  and  technical  schools;  with  similar 
State  education  officers  of  Illinois,  Virginia,  North  Carolina,  and 
South  Carolina;  and  with  the  heads  of  several  agencies. for  teachers 
who  have  supplied  members  of  faculties  to  the  small  institutions  and 
have  dealt  with  large  numbers  of  graduates  desiring  positions  as 
teachers. 

The  rating  of  institutions  in  this  classification  is  based  upon  the 
course  which  might  be  followed  by  the  ambitious  student  proceeding 
under  normal  conditions:  (1)  An  earnest  student  of  good  ability  and 
health  who  has  complied  with  the  requirements  for  a  bachelor's 
degree  in  a  standard  college  (one  requiring  the  usual  four  years  of 
high  school  work,  or  at  least  14  units,  for  admission,  and  four  years 
of  well-distributed  college  work  for  graduation,  in  charge  of  a  com- 
petent faculty  of  not  ]  ess  than  six  persons  giving  their  whole  time  to 
college  work).  (2)  Whose  work  includes  a  solid  foundation  for  the 
courses  which  he  desires  to  take  for  the  advanced  degree.  (3)  Who 
enters  upon  graduate  work  within  a  year  or  two  after  taking  his 
bachelor's  degree,  without  intervening  special  study  and  without 
such  advantages  as  might  arise  from  teaching  subjects  of  a  special 
nature  in  high  school  or  college,  thereby  making  up  in  some  part 
deficiencies  in  his  college  preparation  for  graduate  work.  Since 
many  of  the  smaller  colleges  do  their  soundest  and  most  efficient 
work  in  classical  lines,  the  names  of  several  such  institutions  are 
placed  in  Class  II,  but  with  the  limitation  that  this  recognition  of 
their  work  is  confined  to  students  trained  in  the  particular  line  of 
study  mentioned  in  the  parenthesis,  as  (kjf or  the  traditional  classical 
or  distinctively  arts  course. 

'  It  is  of  course  assumed  that  the  line  of  study  pursued  for  the  higher 
degree  is  closely  allied  to  the  work  done  as  an  undergraduate,  and 
not  widely  divergent  as  would  be  the  case  if  a  graduate  from  the 
classical  course  desired  to  take  a  master's  degree  in  forestry. 


CLASS  I. 


Institutions  whose  graduates  would  ordinarily  be  able  to  take  the 
master's  degree  at  any  of  the  large  graduate  schools  in  one  year  after 
receiving  the  bachelor's  degree,  without  necessarily  doing  more  than 
the  amount  of  work  regularly  prescribed  for  such  higher  degree. 

CLASS  n. 

Institutions  whose  graduates  would  probably  require  for  the  mas- 
ter's degree  in  one  of  the  strong  graduate  schools  somewhat  more 
than  one  year's  regular  graduate  work.  This  would  mean  a  differential 
which  might  be  represented  by  one  or  two  extra  year-courses,  by  one  or 
more  summer  school  sessions,  or  by  a  fourth  or  fifth  quarter.  In  accord- 
ance with  the  practice  of  some  graduate  schools  a  brilliant  student 
with  a  brilliant  record  from  the  strong  institutions  in  this  class  (those 
marked  *)  might  be  admitted  probationary  to  regular  candidacy, 
and  if  he  gives  satisfactory  evidence  of  his  ability  to  do  the  pre- 
scribed work  during  the  first  term  or  semester  he  might  be  given  an 
individual  rerating  in  the  middle  of  the  year  and  granted  the  higher 
degree  on  the  completion  of  the  regular  minimum  amount  of  work. 

class  m. 

Institutions  whose  standards  of  admission  and  graduation  are  so 
low,  or  so  uncertain,  or  so  loosely  administered,  as  to  make  the 
requirement  of  two  years  for  the  master's  degree  probable.  The 
alternative  for  this  requirement  of  two  years  might  be  one  year  in 
undergraduate  status,  terminating  with  a  bachelor's  degree,  and  a 
second  year  in  regular  candidacy  for  a  higher  degree  with  the  ordinary 
amount  of  work.  The  older  private  institutions,  such  as  Harvard 
University  and  Yale  University,  usually  prefer  not  to  give  their 
bachelor's  degree  after  a  single  year  in  residence. 

CLASS  IV. 

Institutions  whose  bachelor's  degree  would  be  approximately  two 
years  short  of  equivalency  with  the  standard  bachelor's  degree  of  a 
standard  college  as  described  above.     It  should  be  said  in  connection 
with  this  class  that  the  information  upon  which  to  base  judgment  of 
individual  institutions  is  less  sufficient  and  satisfactory,  and  in  larger 
proportion  drawn  from  catalogues,  than  is  the  case  for  the  other  clas- 
since  a  relatively  smaller  proportion  of  the  graduates  of  institutio 
in  this  class  appears  in  the  registration  in  graduate  and  profession 
schools.     Presumably    a   much   larger   number   of   institutions   will 
appear  in  this  class  when  work  upon  the  classification  of  colleges  an< 
universities  has  further  progressed.     Many  of  these  institutions  make 
the  claim  that  certain  of  their  graduates  have  taken  the  master's  d< 
gree  in  one  year  at  some  one  of  the  great  graduate  schools,  but  in 
practically  all  such  cases  the  original  deficiency  has  been  measurably 
supplied    by    summer    schools,    teaching,  field    work,    or    practical 
experience  extending  over  several  years. 


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